INFLUENCE OF SELF-ESTEEM ON EXAMINATION EXPERIENCE

INFLUENCE OF SELF-ESTEEM ON EXAMINATION EXPERIENCE.

The most common exam experience of students are related to the lack of faith in their own strength, which is manifested in low self-esteem.

Features of self-esteem affect all aspects of human life: the emotional well-being and relationships with others, satisfaction with job and their studies.

In the student age self-esteem is unstable, ranging from very high to very low levels.

When self-esteem faces very high aspirations and a strong self-doubt, the result manifested in sharp emotional reactions (anxiety, tantrums, tears). In psychology this phenomenon is called "the affect of inadequacy " People with the affect of inadequacy want to be the first in everything, even when the championship has no fundamental significance.

Affect of inadequacy not only prevents the formation of the correct relationship of personality to itself, but also distorts many of his communications with the outside world of the student. Such people are often expecting tricks and ill will from others. Every, even a neutral or obviously a win-win, situation, they tend to be perceived as threatening. Any situation of proficiency check - exam, test - for such people is simply unbearable.

In experiments designed to study the affect of inadequacy there were compared students’ claim to being savvy with a realistic assessment of students' opportunities to the education and learning.

It was found that all tested have high claim to being savvy. But when they were asked to solve the problem on the uptake, ie, created a situation that demanded a realistic assessment of their capabilities, only a few wanted to participate in this. In other words, only a few have demonstrated compliance with the level of their own self-assessment of claims.

Most of the students refused to participate in the task, with the different psychological nature of these failure.

Traditionally, the optimum for the development of the individual is considered adequate self-esteem, an adequate level of claims.

Studies conducted in recent years show that the most productive should be regarded as high self-esteem, high or very high level of claims, which may even exceed the actual capabilities of the student. What is important in this case it’s only one point: such a high self-esteem should be combined with the ability to differentially assess their achievements in various fields, not to insist on the same ultra-high level of claims in all.

Anxiety, emotional instability, which prevents the normal course of learning begins from school.

In particular, psychologists from the Russian State Medical University (Moscow) confirmed this in his article "School maladjustment: neuropsychiatric and neuropsychological study" noting that "school maladjustment occurred in 31.6% of patients, including 42% of boys and 18.6% girls. " Researchers concluded that "school maladjustment was very common among primary school children."

One of the most common causes of anxiety are excessive demands on the child, inflexible, dogmatic system of education, not taking into account the child's own activities, its ability to interests and inclinations. The most common variety of this education - the system "you have to be an excellent student." Severe symptoms of anxiety are often observed even in well-achieving children who differ integrity, demanding to itself, combined with a focus on the marks and not on the learning process.

In an effort to develop in children in the first place such qualities as honesty, obedience, orderliness, teachers often exacerbate their already not an easy position, increasing press of requirements, failure to comply with which entails for these children inside penalty. This leads to a feeling of insecurity in their abilities, to the anxiety feeling. According to the Moscow researchers, that have been cited: "The leading cause of neurotic fears, obsessions in different forms of this group of children had acute or chronic traumatic situations, unfavorable situation in the family, the wrong approach to a child's education, as well as difficulties in the relationship with the teacher

Any orientation of the child to the external success, to such result of activities that can be assessed or compared, greatly increases the likelihood of developing anxiety. When a child is judged by the concrete results of its actions (by test scores or level of athletic achievement), creative looseness is replaced by the fear of "sudden I can not?" or negative assurance "certainly I can not."

Some trends in the existing education system reinforces already tense system by assessing children on the result. Introduced in school evaluation approach to child has been learned by many parents turned their parental love in the goods for which the children have to pay by excellent marks not only in the secondary school, but also in music, sports schools.

Relief from anxiety in this case is possible for a child only if his family will understand that the children are not divided into good and bad, that losers is no less deserving of love than an A student.

One of the most common school problems related to anxiety, is the congestion problem. Fatigue leads to failure, and failure experience accumulated, creates fear, uncertainty, emotional instability and new setbacks.

These problems include exams.

Exams for the vast majority of students and high school students - is not only a period of intense work, but also psychological stress. The examination situation with parents participation, pre "pumping", indispensable waiting for their turn at the door is often a serious trauma. Only a day of complete rest after the exam can "reshape" student. "Unfortunately, - psychologists say – shedule of  examinations and traditions of their organization often contradict the basic psychological rules"

The school year is coming to an end, the child's body is weakened, and the new challenges ahead: all of the talks at school are only about exams and the consequences of a bad passing. In such circumstances, even honors will get nervous. So how to help your child cope with the stress before exams?

Stress and its symptoms

A Significant psychological dictionary defines stress as "a state of mental stress that occurs in a person's normal course of business in the most demanding, difficult conditions, both in everyday life and in special circumstances, such as during space flight, in preparation for the final examination or prior sporting events. "

Excitement before exams is experienced by the majority of pupils of different ages. Of course, examination stress - a temporary phenomenon, but staying in a state of tension for the child's body is not desirable. That is why it is important to notice the signs of stress in children.

From the view of physiological processes of the stress it manifests itself in insomnia, rapid heartbeat, headaches, indigestion, cramps, loss of appetite. Psychological symptoms of stress are absent-mindedness, a memory disorder, anxiety, tearfulness, excessive anxiety, irrational fears, irritability.

Causes of stress and overcoming it 
To know how to help your child cope with stress before the exam, you need to determine its cause.

- Uncertainty in the knowledge and fear of the unknown
One of them is the lack of confidence in their own knowledge, which, fortunately, can be eliminated by means of additional training. However, there is a false fear, when the child memorized the entire textbook, is afraid to fail the exam. Rather, it is the fear of the unknown. To overcome it, act out the house examination. This rehearsal will help not to be frightened of the forthcoming test knowledge.

- Reassessment of the importance of the exam 
Another cause of stress before exams - revaluation of the importance of the exam. The child believes that if it will be passed bad, it is unlikely to get a good education and a decent job. Adults whose pressure the child feels well and that is afraid to disappoint are guilty of this sense. Explain to your child that the outcome of the exam does not make him good or bad, and in any case you will be on his side.

- Uneven load on the body 
Another cause of stress before exams is an uneven load on the body. As a rule, children begin training shortly before the exam, trying to learn all of the covered material in a a short period of time. Advise your child to avoid this, explain that it is better to learn the material during the school year. So he will save himself from unnecessary emotions.

- Increased anxiety 
Furthermore, there are children with high personal anxiety. They are strongly experiencing any important event in their lives. Talk with your child, reassure him. If the child's anxiety exceeds and it isn’t possible to solve this problem by yourself, refer to a psychologist.

How to help a child who is under stress before exams

Stress is a normal reaction to difficult situation, it mobilizes thinking, memory, attention. However, child has no need in excessive stress. Who but the parents can help the child to cope with stress before the exam.

The correct emotional state - the key to success in the exam. While preparing for exams child should imagine only a picture of its successful passing.

Prepare at home a place for the child’s self-preparation. Let him decide where it is comfortable to engage and let him organize his place. Reduce the stress by placing family photos or his favorite things on the table.

Do not promise your child a material reward. Even if you believe that he deserves it, talking about it is better to postpone until the time when all the exams will be left behind - it will protect it from unnecessary disturbances.

It’s good idea to help your child to master the technique of relaxation, breathing exercises, motivational. On the Internet there are a lot of relevant information. Perhaps some techniques will help your child.

It is recommended to refrain from taking sedatives before the exam not to cause inhibition of brain activity.  Some rituals that are passed from generation to generation (to put a penny under the heel, to shout out the window "Freebies, come!", to not wash your hair before the exam so as not to wash away all the knowledge, etc.) will help to cope with anxiety.

Mode of rest and nutrition when preparing for exams

Exams are  not only a test of students' knowledge, but also a serious test of his body. It is important to respect the sleep and rest. Do not let the child sit all day long for textbooks - avoid overloading. Daily walks are very useful, especially in this period. On the eve of the exam there must be a good rest, sleep and walk in the fresh air.

Furthermore, it is important to alternate the mental and physical load. Optimally is to be engaged for hour and a half  and do fifteen-minute breaks, which is desirable to spend on physical exercises, gymnastics or dance.

Make sure that the child's diet at the time of examination is balanced. The main products for good brain function - cheese, fish, dairy products, nuts and grains. At this time the child also needs fresh fruit and berries, as they provide the brain "fuel". During stress, the body uses water, so it is important to drink a lot of fluid.

Stress during exams - absolutely normal phenomenon. However, for child alone it is very difficult to cope with, do not leave him alone with his excitement. At this time, most importantly, what child needs are love and care of loved ones. Create a home environment conducive to prepare for exams, do no pressure on the child, help and support him. Remember, no matter what is the score of the exam, do not allow yourself to criticize or blame the child. Much more valuable and more important than all the marks are health of your child and family relationships. This atmosphere of love in the house is the key of success of your child, not only in school but also in life.

The motivation of student learning 

There is the following classification of educational motivation of students:

-Cognitive reasons (acquisition of new knowledge and becoming  more knowledgeable);

- Broader social reasons (means duty, responsibility, understanding the social significance of the doctrine, benefit society); expressed in the pursuit of personality to assert themselves in society and to adopt their social status through the education

-pragmatical motives (to have a higher salary, receive a worthy reward for their labor)

- Professional and value motives (empowerment to get a challenging and interesting work)

- Aesthetic motives (getting pleasure from learning, the disclosure of their hidden abilities and talents)

-status-positional motives (the desire to establish itself in the community through teaching or social work, gain recognition of others, to take a position)

-communicative motives; (expansion of the range of communication by improving their intellectual level and new acquaintances)

-traditional and historical motives (set patterns that have emerged in the community and strengthened over time)

-utilitarian practical motives (mercantile, learn to self-education, the desire to learn a single thing of interest)

-educational cognitive motives (focus on ways of getting knowledge, learning specific subjects)

-motives of social and personal prestige (to establish itself and take in the future a certain position in society and in particular the immediate social environment)

-unconcious motives (education not by choice, but by the influence of someone, based on a complete misunderstanding of the meaning of the information received and the complete lack of interest in the cognitive processes). These motives may merge to form a common motivation for learning. Dale Carnegie says: "... in the world there is only one way to encourage people to do something - make a person

want to do it." In order for a student to really involve in the work, it is necessary for tasks that are put in front of him in the training activities to be not only understandable, but also internally adopted by him.

they need to gain importance for a student. Since the true source of human motivation is in himself, it is necessary that he wanted to do something and did it. Therefore, the main motive of the doctrine is the inner motive power. 

Eastern wisdom says: "Even one person can lead a horse to water, but even a hundred can make it drink the water" .... So the pupil can be made to sit in the classroom, but you can force him to learn something and develop his abilities. 

Horse drinks water when thirsty, and student learns, when he wants to learn. The student will want to learn, and will learn only when this occupation is interesting and attractive. He needs motivation for cognitive activity. Students of vocational schools are much more aware of their chosen profession at the time of practice, implementation of laboratory works. They see the incentive and motivation for further theoretical training, knowing that they can apply their knowledge in practice. Motivation of education is the tool to induce student to productive cognitive activity, active development of educational content. Motive is a student’s focus on individual aspects of academic work related to the student's inner attitude to it and to the subject matter of its activity. 

The educational system motifs intertwined internal and external reasons. The internal reasons are such as self-development in the process of learning; it is necessary that the student himself wanted to do something and did it, because the true source of man is in himself. External motivation comes from parents, teachers, the group in which the student learns, the environment or the public - in the form of hints, instructions, tips, prodding, requirements, constraints, ie it studies the behavior of both forced and often meets the internal resistance of the individual... 

That is why the crucial importance not based on the study - the external pressure, and based on the teachings - the inner motivating forces. These motifs may be unequal power to influence the nature and results of the educational process. The most pronounced external moments of the motives for the study of material rewards and to avoid failures. The educational process includes a complex activity, motivation for training, there are many, and they can be shown not only separately in each person, but also to merge into a single entity, forming a complex motivational system. How to improve students' motivation? 

Let us consider some of the ways to increase the motivation of students of vocational training institutions. The process of motivating students by teacher. The student - is not a school pupil, who can be talked "it's necessary", the student need explanation of how the knowledge will be useful to him in the future. And if the teacher responds to the spirit of the "useful life", the student loses interest. The student comes to the vocational educational institution not only knowledge, but also for the (mostly) to become a good specialist in his field. 

Therefore, the teacher must be able to demonstrate to the students that his subject would indeed be useful in their future activities. Stimulating the result, rather than an assessment. Students need not only be interested in the subject, but also to open for him the possibility of practical use of knowledge. To do this, you can carry out integrated lessons (seminars), in which a correlation of educational and special subjects. There are widely used cognitive motives, which appear as a focus on learning.

A bunch of student-teacher. The student is very important that the teacher was a mentor to him it was possible to ask for help during the learning process, to discuss his concerns (even if they are distantly related to the theme of the lesson).

The teacher should use an effective form of motivation - to strengthen the self-confidence of the student. The more trust the students, the more likely they cooperate with the teacher in the learning process. Respect for the students. Whatever the student, he is in any case a person who wants to be treated accordingly. D. Carnegie advises: "... do not skimp on compliments, accept the dignity (not existing), advances improvements.

Then your pupil will have more opportunities to become what you want it to. Give to others what you want to get away from it. " Interest them. All students will be happy to attend if they are interested in your subject. You can provide them with such situations in the classroom, where they could defend their opinion, take part in discussions, to find a few options a possible solution of the problem, to solve them through the integrated application known to them ways to solve and so on. N. Using the method of carrot and stick.

Effective means to improve the motivation of educational activity of students and their independence - is the introduction of the rating system. Knowledge evaluated in points, which are recruited during the period of training on a particular subject for the different types of work performed successfully (both independent and practical and classroom).

That is, at the very beginning of the semester mark advanced to students, the student realized and understood that his absence from a lecture or lab -. It is a minus any particular point, and report preparation, presentation at the conference, preparing a presentation, etc.. etc. -. plus a certain number of points. As a result, the student will motivate specific bonuses and preferences on the exam and more

responsible consideration to the educational process. Motivating by example. The interest of the student to the subject is due to not only professionally presenting educational material, but also the personal qualities of the teacher. Teacher, which is friendly to others, not late, seriously and responsibly the job done, on time control checks, independent and practical work of students, is valued by them. Control his promises. It is impossible to cheat students. If you promised a fascinating tour or spend an interesting test, competition or watch a movie, do not deviate from the targets. Forming a positive attitude towards profession .

Need encourage and approve the choice of profession students to focus on important professional competencies and specific issues. Himself a teacher need to respect the different professions, which are students of the educational institution. Friendly, calm tone, positive, friendly attitude, a pledge of effective work. Intonation should be enough to highlight the importance, to focus, to make you wonder. If there are moments of discussion among representatives of different professions, teacher and mentor should be able to explain and convince everyone in the relevance and importance of their profession. We all know from childhood that "All professions are needed, all professions are important".

Providing maximum freedom of choice students. In educational institutions are the days of self-government that motivate students to independent activity. Invite students to develop criteria for evaluation and the form of their knowledge, the form of the implementation of individual independent work, the subject of the report or the job option to review their answers to classmates.

Everyone wants to be implicated in some process, to realize that his point of view taken into account - it increases motivation. Approve students' progress, demonstrate their achievements (good or excellent performance of the work).

Public praise, especially with the description of the advantages and distinctive features adds to the student self-confidence, increases its internal motivation and desire to again reach the same result. The interest of the personal experience of students in the professional activities and their personal views on any matter.

The interest of the teacher to the students can be mutual. Joint discussion of the various issues, the solution of the problems, the organization of discussion and debate, consideration of various case studies - not only the important methods of the educational process, but also the establishment of quality interaction between teacher and students. Before teachers of vocational educational institutions at the moment the task of creating an environment in which students in a short time would be able to absorb the greatest possible amount of knowledge together with

the acquisition of the skills of their creative application in practice. The main task of the professional educational institution is to stimulate interest in learning so that students aim was not just a diploma and a diploma, which backed by a strong and stable knowledge, resting on the practice.

The motivation of students - this is one of the most effective ways to improve the process and outcomes of learning and motivation are the driving force of the process of learning and mastering the material. In our XXI century, access to information does not cause any difficulties, the question is how to motivate students of professional institutions in the constant study of materials and mastering the necessary and useful knowledge. A special role for the emergence of motivation has an awakening of interest in the chosen profession, branch of research. The responsibility for the students' motivation to learn, and it belongs not only to increase the teachers and the family, but also society. After all, young intelligent people are the foundation of sustainable development of our country, the main driving force in this uncertain world.